An analysis of the Baseline condition, Intervention 1 condition, and
Intervention 2 condition students' book reviews showed interesting and
important differences. All the
students' book reviews were analyzed using a 4-point rubric
scale rating the components of a book review.
During the Baseline condition of the study, the students read
children's literature books without discussion and were asked to write book
reviews that included a summary and evaluation.
The results of the quality of the Baseline students' written book
reviews revealed that the bibliographical information was limited, such that
students only included the title and author of the children's literature
books. The Baseline book reviews summaries presented a topic
sentence that offered little ability to grab the reader's attention and
limited information about characters, setting, and plot. It lacked a sense of purpose for writing a book review and the writing
was adequate for the audience. In
regard to the evaluation, the Baseline students' book reviews included limited
examples and elaboration to support the evaluation and little or no comments
about the illustrations. Some of
the Baseline book reviews recommended the book to a particular audience. See
Baseline Student
Samples of the students' book reviews during the Baseline condition of the
study.
During the first treatment phase or Intervention 1
condition of the study, the students read children's literature books while the
teacher was using a Guided Reading approach to discuss the nuances of the story.
The students were asked to write book reviews that included a summary and
evaluation. The results of the
quality of the Intervention 1 students' book reviews were very similar to the
Baseline students' written book reviews, with the exception that the summaries
included more detail. See Intervention 1 Samples of the students' book
reviews during the Intervention 1 condition of the study.
During the second treatment phase or Intervention 2 condition
of the study, the students read and examined a variety of professional book
reviews. The students generated a checklist of the components of a
book review. The students were
asked to read other children's literature books and to write book reviews
using the book review checklist. The study found that the students' book
reviews improved significantly in the results of Intervention 2. The students' book reviews revealed a correlation between
the reading of the professional book reviews and the students' written book
reviews. The students' book
reviews revealed the essential information for understanding the nature of the
book, the complete bibliographical information, and a brief summary with their
evaluation of the book's primary literary strengths. Also, students made
recommendations of the children's books to a particular audience. See Intervention 2
Samples of the students' book reviews during the Intervention 2 condition of
the study.
Overall, the study found a correlation between the reading of
professional book reviews and students writing book reviews.
The findings clearly showed that the students' book reviews that were
written after examining the professional book reviews contained features of a
professional book review. The
students' book reviews from the Baseline condition and Intervention 1
condition in general were less elaborate and included limited book review
components than those of the Intervention 2 students' book reviews.
The Intervention 2 condition students' book reviews included the
linguistic structure, format, and style of a professional book review by
including the features of a professional book review that is bibliographical
information, a summary, an evaluation, and a recommendation.
The Baseline condition and Intervention 1 condition students' book
reviews tended to present a limited amount of the bibliographical information
that was required for a book review. These
book reviews lacked the essential information for understanding the nature of the book,
provided no evidence of examples to support the evaluation, and offered a
limited recommendation of who would enjoy reading the book. The study's
results revealed important implications for the teaching of reading and writing
together. Reading and writing should be integrated in the curriculum to maximize
the possibility of using information acquired from both reading and writing.